Climate Wars:
Pro-ecojustice Educators vs. Pro-capitalist Networks
DOI:
https://doi.org/10.23882/rmd.25298Palavras-chave:
ecojustice, STEM, dispositifs, Ecosystem, climate emergency, critical educationResumo
A humanidade e muitas outras pessoas na Terra parecem estar a enfrentar crises existenciais, como a emergência climática, e problemas contínuos, como o cancro, que podem interagir com outras crises e criar poli crises muito piores. Embora os domínios da ciência, tecnologia, engenharia e matemática (STEM) estejam envolvidos em muitas dessas crises, muitos analistas sugerem que a culpa final - embora invariavelmente incerta - deve ser principalmente atribuída aos capitalistas. É evidente que os financiadores e as empresas têm sido muito bem-
-sucedidos na montagem de “equipas” (‘dispositivos’) maciças de apoiantes - incluindo numerosas outras entidades vivas (por exemplo, políticos e trabalhadores das STEM), não vivas (por exemplo, máquinas de extração maciças) e simbólicas (por exemplo, “eficiência”) - em conjuntos extensos e profundos que promovem valores como a competitividade, o individualismo e a externalização dos custos. A sua complexidade parece torná-los altamente resistentes à mudança. Neste artigo, descreve-se e defende-se (com exemplos) um esquema pedagógico que pode ajudar a gerar mais cidadãos dispostos e capazes de criticar as relações entre as STEM e outros membros e ambientes sociais (STEM-SE) e de desenvolver e implementar de forma independente ações poderosas, bem estudadas e negociadas, para superar os danos das STEM-SE que os preocupam. Entre os muitos fatores que afetaram o sucesso do esquema, pareceu muito útil que o currículo local fosse congruente, que o professor tivesse visões mais holísticas e críticas sobre a ciência, nomeadamente no que diz respeito às suas relações económicas, e porque o professor concordou em ensinar diretamente aos alunos, com atividades de aplicação, várias relações STEM-SE possivelmente problemáticas e exemplos de ações possivelmente retificadoras. Um esquema de ensino STEM como este, no entanto, só parece amplamente viável com esforços concertados da comunidade para construir diapositivos de eco justiça mais globais.
Referências
Aikenhead, G. S., & Jegede, O. J. (1999). Cross-cultural science education: A cognitive explanation of a cultural phenomenon. Journal of Research in Science Teaching, 36(3), 269-287.
Angell, M. (2004). The truth about the drug companies: How they deceive us and what to do about it. Random House.
Apple, M. W. (1990). Ideology and curriculum. Routledge.
Bakan, J. (2020). The new corporation: How "good" corporations are bad for democracy. Vintage.
Ball, S. J. (2012). Global education inc.: New policy networks and the neo-liberal imaginary. Routledge.
Bencze, J. L. (ed.) (2017). Science and Technology Education Promoting Wellbeing for Individuals, Societies and Environments: STEPWISE. Springer.
Bencze, J. L. (ed.) (2025). Building networks for critical and altruistic science education. Springer. https://link.springer.com/book/9783031838361
Bencze, J. L., & Alsop, S. (2009). A critical and creative inquiry into school science inquiry. In W.-M. Roth & K. Tobin (Eds.), World of science education: North America (pp. 27-47). Sense.
Bencze, L., & Alsop, S. (eds.) (2014). Activist science and technology education. Springer. doi: 10.1007/978-94-007-4360-1
Bencze, L., Bowen, M., & Alsop, S. (2006). Teachers’ tendencies to promote student-led science projects: Associations with their views about science. Science Education, 90(3), 400-419.
Bencze, L., & Krstovic, M. (2017). Resisting the Borg: Science teaching for common wellbeing. In J. L. Bencze (Ed.), Science and technology education promoting wellbeing for individuals, societies and environments (pp. 227-276). Dordrecht: Springer.
Bencze, L., & Pouliot, C. (2017). Battle of the bands: Toxic dust, active citizenship and science education. In J.L. Bencze (Ed.), Science and Technology Education Promoting Wellbeing for Individuals, Societies and Environments: STEPWISE (pp. 381-404). Springer.
Bencze, L., Pouliot, C., Pedretti, E., Simonneaux, L., Simonneaux, J., & Zeidler, D. (2020). SAQ, SSI and STSE education: Defending and extending ‘Science-in-Context’. Cultural Studies of Science Education, 15(3), 825-851.
Bencze, L., Reiss, M., Sharma, A., & Weinstein, M. (2018). STEM education as ‘Trojan horse’: Deconstructed and reinvented for all. In L. Bryan & K. Tobin (Eds.), 13 questions: Reframing education’s conversation: Science (pp. 69-87). Peter Lang.
Bourdieu, P. (1986). The forms of capital. In J. Richardson (Ed.), Handbook of theory and research for the sociology of education (pp. 241-258). Greenwood.
Bradshaw, C. J. A., Ehrlich, P. R., Beattie, A., et al. (2021, Jan. 13). Underestimating the challenges of avoiding a ghastly future. Frontiers in Conservation Science, 1. https://www.frontiersin.org/journals/conservation-science/articles/10.3389/fcosc.2020.615419/full
Bulletin of the Atomic Scientists (Science and Security Board) (2023). A time of unprecedented danger: It is 90 seconds to midnight (2023 Doomsday Clock Statement, J. Mecklin, Ed.). BAS. Bulletin of Atomic Scientists.
Callon, M. (1991). Techno-economic networks and irreversibility. In J. Law (Ed.), A sociology of monsters: Essays on power, technology and domination (pp. 132-161). Routledge.
Dembicki, G. (2022). The petroleum papers: Inside the far-right conspiracy to cover up climate change. Greystone.
Foster, G. M. (1965). Peasant society and the image of limited good. American Anthropologist, 67(2), 293-315.
Foucault, M. (1980). Power/knowledge: Selected interviews and other writings, 1972-1977 (G. Colin, ed.). Pantheon.
Foucault, M. (2008). The birth of biopolitics: Lectures at the Collège de France 1978-1979 (Ed.: M. Sennelart; General Eds.: F. Ewald & A. Fontana; Trans.: G. Burchell). Palgrave Macmillan.
Fraser, N. (2017). From progressive neoliberalism to Trump—and beyond. American Affairs, 1(4), 46–64.
Gramsci, A. (2003). Selections from the Prison Notebooks [c1929-1935] of Antonio Gramsci. (Ed./Trans.: Q. Hoare & G. Nowell Smith). International Publishers.
Hardt, M., & Negri, A. (2019). Empire, twenty years on. New Left Review, 120, 67-92.
Herman, E. S., & Chomsky, N. (2002 [1988]). Manufacturing consent: The political economy of the mass media (2nd ed.). Pantheon.
Hodson, D. (2011). Looking to the future: Building a curriculum for social activism. Sense.
Hoeg, D., & Bencze, L. (2017). Values underpinning STEM education in the USA: An analysis of the Next Generation Science Standards. Science Education, 101(2), 278–301.
Huckin, T. (2019). Propaganda by omission: The case of topical silence. In A. Murray & K. Durrheim (Eds.), Qualitative Studies of Silence: The Unsaid as Social Action (pp. 186-205). Cambridge University Press. doi:10.1017/9781108345552.011
Intergovernmental Panel on Climate Change (2023). Climate change 2023, Synthesis report: Summary for policy makers. IPCC. Intergovernmental Panel on Climate Change. doi: 10.59327/IPCC/AR6-9789291691647.001
Jasanoff, S. (2015). Future imperfect: Science, technology, and the imaginations of modernity. In S. Jasanoff & S.-H. Kim (Eds.), Dreamscapes of modernity: Sociotechnical imaginaries and the fabrication of power (pp. 1-33). University of Chicago Press.
Klein, N. (2007). The shock doctrine: The rise of disaster capitalism. Henry Holt.
Klein, N. (2014). This changes everything: Capitalism vs. the climate. Simon & Schuster.
Krimsky, S. (2019). Conflicts of interest in science: How corporate-funded academic research can threaten public health. Simon & Schuster.
Latour, B. (2005). Reassembling the social: An introduction to actor-network-theory. Oxford University Press.
Latour, B. (2021). After lockdown: A metamorphosis (J. Rose, Trans.). Polity Press.
Levinson, R. (2010). Science education and democratic participation: An uneasy congruence? Studies in Science Education, 46(1), 69-119.
Mann, M.E. (2021). The new climate war: The fight to take back our planet. PublicAffairs, Hatchette Book Group.
Martusewicz, R., Edmundson, J., & Lupinacci, J. (eds.) (2021). Ecojustice education: Towards diverse, democratic, and sustainable communities (3rd ed.). Routledge.
Mbembe, A. (2019). Necropolitics. Duke University Press
McMurtry, J. (1999). The cancer stage of capitalism. Pluto.
Michaels, D. (2020). The triumph of doubt: Dark money and the science of deception. Oxford University Press.
Mirowski, P. (2011). Science-mart: Privatizing American science. Harvard University Press.
Monbiot, G. (2017). Out of the wreckage: A new politics for an age of crisis. Verso.
Monbiot, G. (2022). Regenesis: Feeding the world without devouring the planet. Allen Lane.
National Research Council (2011). Successful STEM education: Identifying effective approaches in science, technology, engineering, and mathematics. NRC. National Academies Press.
Omura, K., Otsuki, G. J., Satsuka, S., & Morita, A. (eds.) (2019). The world multiple: The quotidian politics of knowing and generating entangled worlds. Routledge.
Ord, T. (2020). The precipice: Existential risk and the future of humanity. Bloomsbury.
Osborne, J., & Pimentel, D. (2023). Science education in an age of misinformation. Science Education, 107(3), 553-571.
Osborne, R., & Wittrock, M. (1985). The generative learning model and its implications for science education. Studies in Science Education, 12(1), 59-87.
Otto, I. M., Donges, J. F., Cremades, R., et al. (2020). Social tipping dynamics for stabilizing Earth’s climate by 2050. Proceedings of the National Academy of Sciences, 117(5), 2354–2365. doi: 10.1073/pnas.1900577117
Oxfam (2023). Survival of the richest: How we must tax the super-rich now to fight inequality. Oxfam International.
Pierce, C. (2013). Education in the age of biocapitalism: Optimizing educational life for a flat world. Palgrave Macmillan.
Piketty, T. (2020). Capital and ideology (trans. A. Goldhammer). Harvard University Press.
Pouliot, C. (2015). Quand les citoyen.ne.s soulèvent la poussière. Carte blanche.
Richardson, K., Steffen, W., Lucht, W. et al. (2023). Earth beyond six of nine planetary boundaries. Science Advances, 9(37),. doi: 10.1126/sciadv.adh2458
Ripple, W.J., Moomaw, W.R., Wolf, C., et al. (2022). Six steps to integrate climate mitigation with adaptation for social justice. Environmental Science & Policy, 128(Complete), 41-44.
Roth, W.-M., & Désautels, J. (eds.) (2002). Science education as/for sociopolitical action. Peter Lang.
Runciman, D. (2023). The handover: How we gave control of our lives to corporations, states and AIs. Profile Books.
Santos, W. L. P. dos (2009). Scientific literacy: A Freirean perspective as a radical view of humanistic science education. Science Education, 93(2), 361-382.
Schwartz, R. S., Lederman, N. G., & Crawford, B. A. (2004). Developing views of nature of science in an authentic context: An explicit approach to bridging the gap between nature of science and scientific inquiry. Science Education, 88(4), 610-645.
Sismondo, S. (2008). Science and technology studies and an engaged program. In E. J. Hackett, O. Amsterdamska, M. Lynch & J. Wajcman (Eds.), The handbook of science and technology studies (3rd ed.) (pp. 13-31). MIT Press.
Slawson, N. (2023, Sept. 12). First thing: World Bank spent billions of dollars backing fossil fuels in 2022, study finds. The Guardian. https://www.theguardian.com/us-news/2023/sep/12/first-thing-world-bank-spent-billions-of-dollars-backing-fossil-fuels-in-2022-study-finds
Svampa, M. (2019). Neo-extractivism in Latin America: Socio-environmental conflicts, the territorial turn, and new political narratives (1st ed.). Cambridge University Press.
Thunberg, G. (2023). The climate book. Penguin.
Tooze, A. (2022, Oct. 29). Welcome to the world of the polycrisis. Financial Times, London. https://www.ft.com/content/498398e7-11b1-494b-9cd3-6d669dc3de33
Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge University Press.
Wood, G. H. (1998). Democracy and the curriculum. In L. E. Beyer & M. W. Apple (Eds.), The curriculum: Problems, politics and possibilities (pp. 177-198). SUNY Press.
Ziman, J. (2000). Real science: What it is, and what it means. Cambridge University Press.
Downloads
Publicado
Como Citar
Edição
Secção
Licença
Direitos de Autor (c) 2025 J. Lawrence Bencze
Este trabalho encontra-se publicado com a Creative Commons Atribuição-NãoComercial 4.0.
